Teaching knowledge generated through occupational science and teaching the science itself

Published

Journal Article

© 2016 The Journal of Occupational Science Incorporated. This paper reviewed data that were collected for a study on teaching occupation in the context of occupational therapy programs, in order to explore if and how teaching occupational science was represented. Data that referenced occupational science were sparse but the available instances allowed observations to be made about teaching occupational science. Teaching the concepts and research findings of occupational science was more prevalent than teaching the science itself, raising questions about the implications of dispersing concepts from occupational science across a curriculum detached from their origins. Implications related to curricula, professional identity and translational science are explored. Suggestions are made for teaching concepts in explicit connection to occupational science, as well as stand-alone education about the science.

Full Text

Duke Authors

Cited Authors

  • Hooper, B; Krishnagiri, S; Taff, SD; Price, P; Bilics, A

Published Date

  • October 1, 2016

Published In

Volume / Issue

  • 23 / 4

Start / End Page

  • 525 - 531

Electronic International Standard Serial Number (EISSN)

  • 2158-1576

International Standard Serial Number (ISSN)

  • 1442-7591

Digital Object Identifier (DOI)

  • 10.1080/14427591.2016.1238405

Citation Source

  • Scopus